[semester equivalent = 3.33 credits]



Michael Sedler



Anger management strategies have become an important topic in schools, businesses, homes and communities. Our society is inundated with classes, books and counseling programs to explain various ways to “manage anger.” Despite our best attempts, aggression and violence is still on the rise. We regularly hear and read from various media sources how dangerous our society has become, especially from our youth population. This class will focus on developing new ways of handling violence without getting involved in the typical power struggles. During this course, each person will learn specific strategies and practical ideas to aid in the reduction of school violence. Programs for violence reduction will be presented along with key intervention ideas for developing a civil climate within each school.
Included in this approach will be an emphasis on safety for students and educators. This course is not attempting to be a “cure all” or “fix it” approach, but will aid educators in their ability to develop a safer environment in a school and community. In addition, it will help each person feel more qualified and capable of handling emerging violent behavior.


LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1.      Identified factors contributing to violent behaviors.
  2.      Developed strategies to address violence at school and in community.
  3.      Effectively intervened to provide safety and minimized violent actions.
  4.      Developed a school violence assessment featuring specific intervention strategies.
  5.      Assessed the climate of their classroom and school and made necessary adjustments to increase
  6.      safety.
  7.      Addressed preventative methods within the school system for students.
  8.      Written out an action plan for school safety.

Completion of all specified assignments is required for issuance of hours or credit.  The Heritage Institute does not award partial credit. 


Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.



Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%


CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.



Chosen text from Bibliography plus all handout materials, case study, and samples.
Text may be purchased directly from publishing companies.
List of all companies and phone numbers are located in the back of the student manual.

None. All reading is online.


Once you register, log onto the instructorʼs website at Click on Classes, then scroll down and click on School Violence manual. The manual will download as a PDF file to your computer.



Assignment #1:  Read the Manual & Complete Activities.

Read all materials in the manual sent by instructor. 
Complete all activities and send designated ones to the instructor.

Assignment #2:  Read Your Chosen Text.

Read a book from the Bibliography or one of your choice (with instructor approval). If taking this course in a group, each person should read a book.  Only one person needs to write a summary.
Once you have read the book, respond to the following questions:
What area of the book do you plan to implement in your teaching or life approach?
Share one specific area of learning that was new to you.
If you were going to share this book with another person, who would that be and why?
Send to instructor: Subject to read: ʻViolence #2.ʼ

Assignment #3:  Annotated Bibliography.

Review literature (minimum of four magazines, journals) on general topic of school violence/ aggression.
Create an Annotated Bibliography. The annotation should include Title, Author, Publisher (or URL), length of the article and a paragraph review of information contained.
Add your opinion of the value of the contents of each article.
Send to instructor: Subject to read: ʻViolence #3.ʼ

Assignment #4:  Identifying Violent Behaviors.

Identify general school violence and violent behaviors in your school or community.
Write a 1-2 page paper.
Send to instructor: Subject to read: ʻViolence #4.ʼ

Assignment #5:  2 Week Log.

Keep a log over a two week period, three entries per week.
Find articles in newspapers, listen to radio or television reports, or read in magazines areas discussing school violence.
Formulate a number of questions that engage one group from the school community (students/teachers/administrators/businesses/taxpayers) in deeper thinking about ideas and strategies from this course.
Send to instructor: Subject to read: ʻViolence #5.ʼ

Assignment #6:  Historical Investigation.

Investigate the history of your school in the area of violence. Was it different last year? 5 years ago? 10 years ago?
Write a 1-2 page comparison paper with your ideas on what has changed.
Send to instructor: Subject to read: ʻViolence #6.ʼ

Assignment #7:  Discussion with a Non-Educator.

Discuss with a non-educator the concerns they have for violence in the community and school setting.
Record your observations. (For use in #8)

Assignment #8:  Discussion with a School Supervisor.

Contact a supervisor (principal, superintendent, etc.) and discuss their concerns for violence in the community and school setting.
Compare and contrast the non-educator answers with educator answers. Write a 1-2 page paper.
Send to instructor: Subject to read: ʻViolence #8.ʼ



In this section you will apply your learning to your professional situation.  This course assumes that most participants are classroom teachers who have access to students.  If you are not teaching in a classroom, please contact the instructor for course modifications.  If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility,  (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.

Assignment #9:  Developing a Civil Climate.

Using the “change process” format, write out specific areas of growth, suggestions and a plan to develop a climate of civility in your school.
Write a 2-3 page paper.
Send to instructor: Subject to read: ʻViolence #9.ʼ

Assignment #10:  Lesson Development.

Assignment #10:  You must choose either “A” or “B”  (Required for 400 and 500 Level) 
Assignment #A: (SEND commentary to Instructor)
Develop a lesson to reflect what you’ve learned in this course.
Implement your lesson with students in your classroom.
Write a 2 page commentary on what worked well and what could be improved.
Include any student feedback on your lesson.
(The following is encouraged but not required):
Share what you’ve learned with other teachers taking our courses by also contributing your Lesson to The Heritage Institute Lesson Library located at
Assignment #B:  (SEND lesson and summary to Instructor)
Use this option if you do not have a classroom available.
Develop a lesson to reflect what you’ve learned in this course. (Do not implement it.)
Write a 2 page summary concerning any noteworthy success you’ve had as a teacher with one or more students.
 (The following is encouraged but not required):
Please refer to the guidelines on our blog prior to writing your article.
Please email a copy to Rebecca Blankinship ( THI blog curator and media specialist. 
Indicate whether or not you are OK with having your article considered for publishing on our website. 
Subject line to read: (Course Name, Blog)
Send to instructor:, Subject Line to read ʻViolence #10 (A or B.)ʼ

Assignment #11:  (500 level only)

In addition to the 400 level assignments, complete one (1) of the following assignment options:
Option A) Using the text read for the class, compare and contrast ideas, suggestions and interventions found in the book with those areas being presented by your district or community. Write a 2-3 page paper.
Send to instructor: Subject to read: ʻViolence #11-A.ʼ
Option B) Contact a fellow educator from another district or community. Discuss the program ideas utilized in their school setting. Compare this to what you know of your district or community. Write a 2-3 page paper.
Send to instructor: Subject to read: ʻViolence #11-B.ʼ


Assignment #12: (Required for 400 and 500 Level)

(Please do not write this paper until you've completed all of your other assignments)

  1. What did you learn vs. what you expected to learn from this course?
  2. What aspects of the course were most helpful and why?
  3. What further knowledge and skills in this general area do you feel you need?
  4. How, when and where will you use what you have learned?
  5. How and with what other school or community members might you share what you learned?

Send to your instructor at their email address. Subject line to read  "(put course name here) Integration Paper"


Please indicate by email to the instructor if you would like to receive comments on your assignments.


Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.  

He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses.  He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years. 

He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8).  His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.

Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual.  His heart for people and emphasis on positive communication are found throughout his seminars and classes.

All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.



Burstein, Harvey.  Violence and Security on Campus.  Praeger Publishing, 2010.  Dispels myths about violence and offers practical solutions to issues (grades P -12.)  800 368 6868. 

Fishbaugh, Mary Susan.  Ensuring Safe School Environments. Lawrence Erlbaum Associates, 2015.  Research findings and information on school violence (grades K-12.)

Jimerson, Shane and Amanda Nickerson, Amanda.  Handbook of School Violence and School Safety.  Routledge Press, 2012.  Implementing effective strategies to implement school safety approaches (grades P-12.)  800 634 7064

Langman, Peter.  Why Kids Kill.  Palgrave Macmillan, 2009. Case studies of ten school shooters and what created the shooting scenarios along with intervention ideas (Grades 7-12.)  888 3308477. 

Lassiter, William.  Preventing Violence and Crimes in America’s Schools.  Praeger Publishers, 2013.  A clear approach to what works and what doesn’t in preventing violence (grades K-12)   800 225 5800.

Lieberman, Joseph. School Shootings.  Kensington Publishing, 2008. Studies the life of Kip Kinkel and offers insights into prevention and intervention (grades 7-12.)  800 221 2647.

Ludwig, Trudy.  Confessions of a Former Bully.  Dragonfly Books, 2012.  Story of impact of bullying upon the bully and victim (grades 2 – 6.)   563 382 4275. 

Madfis, Eric.  The Risk of School Rampage.  Palgrave Pivot, 2014.  Strategies to assess the potential of acts of violence (grades P-12.)   (order through Amazon).

McNamara, Barry Edwards.  Bullying and Students with Disabilities.  Corwin Books, 2013.  Strategies to create a safe learning environment (grades P-12.)   800 232 9936.

Scherz. Jared.  Workbook for Preventing Catastrophic School Violence.  Rowman and Littlefield. 2014.  Complexities of violence and comprehensive approaches to prevention (Grades P-12)  800 462 6420.                 

Sexton-Radek, Kathy. Violence in Schools. Praeger Publishers, 2004. Academic explanation of the history and treatment of violence in schools (grades K-12.)  800 225 5800.

Tafero, Arthur.  Preventing School Violence and Terrorism.  CreateSpace Books, 2013.  Lesson plan outlines for school violence prevention. 

Temlow, Stuart and Frank Sacco, Frank.  Preventing Bullying and School Violence.  American Psychiatric Publishers, 2011.  Handbook to assist in developing interventions and address behavior patterns in school.  800 368 5777.

Thomas, R. Murray.  Violence in America’s Schools. Rowman and Littlefield, 2008.  Discusses escalation in violence, motivation, and interventions (grades 7-12.)   800 462 6420.